Chad Harris 1st Iteration
- 1. IT and Collaborative Learning in Media Studies Chad Harris Journalism and Media Studies JMS 408 Media and Society
- 2. Practical Reason for Blended Learning: Space Limitations 200+ students Course structure Lecture (Mon/Wed) Discussion Section (F2F) - based on topical issues On-line Modules - collaborative work Space Limitations 10 Sections, 5 classrooms Alternate week design
- 3. The Pedagogy of IT in Media Studies ICT’s are Media Studies Crucial content for the course Students explore issues of: On-line communities On-line scholarship De-massified communication technologies Authorship and collaborative inquiry
- 4. The Pedagogy of IT in Media Studies Blended concept fits the Content of Media Studies Ex. Images of Race and Gender Wiki space allowed for richer engagement with imagery
- 5. 3-Part Course Structure Lectures Presentation of Theories Images and videos “ An act of Communion”
- 6. 3-Part Course Structure Discussion Sections Topical Issues Face-to-Face discussions Smaller class sizes
- 7. 3-Part Course Structure On-Line Modules Discussion boards Wikispaces Collaborative Documents On-line research Allowed for rich collaborative inquiry on course topics Student-directed work Real-world topical issues A resource for students to use
- 8. What Students Liked Breakout sections “ Interesting” “ allowed us to share opinion” “ got to know others” “ relevant to my life” “ interactive” Lectures Videos, images
- 9. What would they like to change? On-line modules “ extensive” “time-consuming” “could be worth more points” Not as collaborative first semester Course schedule “confusing” Trouble with Wiki space
- 10. Next Semester and Beyond Further integration of 3-part structure Lectures Include more input from student on-line projects More visual material Clickers as an integration tool
- 11. Next Semester and Beyond Breakout Sections Discussion topics generated by students? On-line work can inform discussions
- 12. Next Semester and Beyond On-line Modules Student/section blogs? Further use of collaborative software (wikis, blogs, rss) To generate discussion topics Share work Generate resources on topics Group documents Course syllabus Department curriculum Surveys
- 13. Wiki Spaces Wikispaces .com
- 14. Rewards Collaborative work Rich results Student generated material surpassed lecture More variety of viewpoints Tangible - open to outside world Pedagogy - hands-on experience with: Web interactivity and collaboration On-line community Authorship and Copyright Getting stuff working
- 15. Risks Real world is messy Media Studies involves topical issues Collaborative work on topical issues can be dangerous Instruction on on-line etiquette Be aware of harassment issues Professor loses control
Editor's Notes
- #2: I want to talk mainly about how the blended course design is uniquely suitable for media studies courses, especially at the beginner level, or for upper-division required survey courses like this one. But first, let me talk about the course, and why we engaged in blended learning